High Ability Language Arts Curriculum Project Phase II

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High Ability Language ArtsCurriculum Project Phase IIUnit: Growth: Down the Rabbit HoleGrade Level: 7thOriginal Teacher Author: Jason BrumbackEdition Date: 06.17VERSION FOR CLASSROOM USEIndiana Academic Standards 2014

This High Ability Language Arts Unit has been developed to provide supporting materials to helpeducators successfully implement the Indiana Academic English Language Arts Standards 2014for High Ability learners. Use of these resources is optional – teachers should decide whichresources work best in their school for their students. This resource document is a living documentand will be revised as needed. Please report concerns or broken links to Cynthia Schuler, HighAbility Education, Indiana Department of Education, [email protected] links compiled and posted in this unit have been provided to support unit content. The IDOEdoes not control or guarantee the accuracy, relevance, timeliness, or completeness of informationcontained on a linked website; does not endorse the views expressed or services offered by thesponsor of a linked website, and cannot authorize the use of copyrighted materials contained inlinked websites. Users must request such authorization from the sponsor of the linked website.Efforts have been made to conform to U.S. Copyright Law. Any infringement is unintentional, andany file which infringes copyright, and about which the copyright claimant informs the IndianaDepartment of Education Office of High Ability Education will be removed pending resolution.This unit is being provided without charge to educators.2

Indiana High Ability Language Arts Phase II Unit 7May 2017Dedication: To the high ability students in IndianaAcknowledgementsThe teachers involved in the development of this second set of units:Teacher-authors:Structure in Language and LiteratureGrade 2: Amy L. JonesGrade 3: Claire EdwardsBeauty in InteractionsGrade 4: Lauren Whiteford, revised*Systems in Life and LiteratureGrade 5: Jennifer GoschValues and their InfluenceGrade 6: Monica PlantanHonor through the AgesGrade 7: Jason Brumback, revised*Growth: Down the Rabbit HoleGrade 9: Katie IschPerspectives: Turning Mirrors into WindowsGrade 8: Jason Brumback, revised**Identity Ignition: Recognizing Self in SocietyGrade 10: Carol KazmierczakInfluence in the World Around Us*revised by Project Editors**revised by Katie IschProject Director: Virginia Burney, Ph.D.Project Advisor: Kristie Speirs Neumeister, Ph.D.Additional Project Support: Monica PlantanEntities granting permissions for use of copyrighted materials: Critical Thinking FoundationRoyal Fireworks Publishing Co., Inc.Spark! LLCIDOE High Ability and Advanced PlacementCoordinator: Cynthia [email protected]

Indiana High Ability Language Arts Phase II Unit 7May 2017TABLE OF CONTENTSIntroduction for Unit 7: Growth: Down the Rabbit Hole . 5Lesson 1: Pre-Assessment . 23Lesson 2: The Concept of Growth . 38Lesson 3: Down the Rabbit Hole . 45Lesson 4: Growth: The Parody . 68Lesson 5: Author’s Perspective: A Raucous Caucus. 75Lesson 6: When Are You an Adult? Spark Problem Solving Process . 84Lesson 7: Problem Solving: Research and Proposal . 90Lesson 8: Problem Solving: Proposal Presentations . 96Lesson 9: Alice Struggles. 103Lesson 10: Exploring Identity: Self-Portraits . 109Lesson 11: Growth Imagined . 115Lesson 12: Jumping In: A Growth Experiment . 119Lesson 13: Media Interpretations of Alice. 126Lesson 14: Misplaced Modifiers in Wonderland . 138Lesson 15: Mad Modifier Tea Party . 144Lesson 16: SCAMPER Croquet . 148Lesson 17: The Lessons of the Mock Turtle . 156Lesson 18: Timed Essay - Growing Up. 163Lesson 19: Jabberwocky . 170Lesson 20: Socratic Seminar on Poetry and Alice . 180Lesson 21: Growth Experiment Presentations . 190Lesson 22: Debate on Influence on Personal Growth . 194Lesson 23: NOT a Book Report - Sharing Good Reads . 201Lesson 24: Growth Portfolios . 203Lesson 25: Post Assessments . 2074

Indiana High Ability Language Arts Phase II Unit 7May 2017INTRODUCTION FOR UNIT 7: GROWTH: DOWN THE RABBIT HOLEOVERVIEWThis unit is designed around the concept of growth. Throughout the 9-week unit, students willdevelop a deeper understanding of the concept by looking at when and how growth occurs, theinfluences upon growth, the perceptions of others about an individual’s growth, and whether one caninfluence one’s own growth.Alice's Adventures in Wonderland, the centerpiece of the unit, is a classic novel that has ignited theimaginations of countless readers since its publication in 1865. In the novel, Alice is grappling withthe changes she experiences when she is too big or too small for the circumstances in which she findsherself. Readings, activities, and research are presented in a way that focuses on observing examplesof growth, exploring personal growth, and the student's enhancement of his or her own growth.Optional opening activities are provided to support students’ learning of grammar and vocabulary.These mini-lessons are meant to take 5-10 minutes and could be done at the beginning of every classperiod; some teachers refer to this type of activity as “bell work.” In addition to the grammar andvocabulary instruction, the sentences can be used as a springboard to class discussion or the day’slesson. Other grammar is reinforced through lessons on misplaced modifiers that are used to acomedic effect within Alice, and word study is enhanced through examining Carroll’s use of puns andfigurative language. The optional opening grammar activities are included in the unabridged versionof the unit and are included as a separate file in the version entitled, “Unit 7 for Classroom Use.”Throughout the unit, students will engage in poetry analysis, fiction and nonfiction texts, medialiteracy, class discussions, written responses, and a variety of learning activities. For example,students examine a parody poem and then develop their own parody; they analyze “Jabberwocky”and the included use of neologisms. Students read non-fiction selections on how caucuses work inthe Iowa political process to compare with the caucus process found in the novel. Students consideran area in which they desire growth and then try to follow through for themselves. Timed writing isincluded to familiarize students with the format commonly expected on standardized assessments.In this unit, it is introduced with a response to an excerpt from Peter Pan about growing up. Narrativewriting is used to have students examine their own ideas about identity through journaling. Studentsuse a peer-review process, student models, teacher conferences, and self-assessment to revise theirpieces.Critical thinking, creative thinking, and collaboration are addressed through various models that areincorporated in the unit. Students will analyze reading through the use of Paul’s Reasoning Modeland Bloom’s Taxonomy. Students use a problem solving process as a way to work on a Problem BasedLearning scenario, presenting their findings to their classmates. Students use SCAMPER to include acreative twist on a game similar to the croquet game in Alice’s Adventures. Students use the rules ofSocratic Seminars to analyze and compare the works of famous poets writing about identity anddebate whether personal growth can be influenced by their own actions. Interdisciplinary5

Indiana High Ability Language Arts Phase II Unit 7May 2017connections are made with the study of famous artists’ self-portraits and what that reveals aboutone’s view of oneself.The unit is written in a way that offers a lot of flexibility to meet the needs of the many differentclassrooms in which it is taught. Each lesson offers extension opportunities for high ability studentswho would like to continue or challenge their learning on the topic addressed. In addition, each lessonoffers differentiation options for students who may struggle with the high-level work expected in theunit and need additional scaffolding. All lessons should be modified as needed through the use of extramini-lessons and workshops based on classroom discussions, student reflections, and writing data.The flexibility of the unit allows each instructor to modify the content in order to ensure that thelearning needs of all students are met. The materials needed for this unit are available through publicdomain.CONCEPT AND GENERALIZATIONSThe concept addressed in the unit is growth.Generalizations are determined by students in Lesson 2. Sample generalizations include:o Growth can be physical, social, mental, statistical or emotional.o Growth can be obvious or subtle.o Growth takes place over time.UNIT OVERVIEW BY LESSONLessonNumberLesson Title: BriefDescriptionReadings/Resources UsedUnitGoals2014IndianaStandards1Pre-Assessments: Studentstake pre-assessments toestablish baselineknowledge.Concept, Grammar, ExpositoryWriting, Nonfiction TextN/AN/A2Concept of Growth: In thislesson, students explore theconcept of growth. Studentscreate digital montages usingexamples and non-examplesof growth to providerationale for generalizationsabout the concept. Studentsself select a novel aboutgrowth and attend to7.RV.1, 2.13,4,6,767.SL.1, 2.1,2.2, 2.5

Indiana High Ability Language Arts Phase II Unit 7May 2017references to growth in theindividual.Alice's Adventures in WonderlandBritish Library site whereimages of the originalmanuscript can be icles/understanding-alice - sthash.YWiZiZa9.dpuf34Down the Rabbit Hole:Students are introduced toAlice and read chapters 1 & 2of Alice's Adventures inWonderland. Students utilizea Socratic Seminar and Paul'sReasoning Model to analyzethe text. Students will thenwrite a narrative journalentry in an attempt toconnect Alice's problems totheir own.Parody: This lesson willfocus on the parody poemwithin the chapter, "HowDoth the Little Crocodile",which is based on the classicpoem, "How Doth the BusyBee" by Isaac Watts.Students will explore erlandby-lewis-carroll-3/This is a version for ce in Wonderland.pdf1, 3, 4, 5,6, 7Or go to Gutenberg and selectfrom a variety of formats forparticular devices (note: tryto look for a version withillustrations by John r with word processorAlice's Adventures inWonderland"Against Idleness and Mischief"by Isaac Watts.”"The Saga Begins" by Weird AlYankovic71, 3, 4, 5,6, 77.RL.1,7.RL.2.1, 7.RL.2.2,7.W.1,7.W.3.3,7.W.4,7.W.6.2,7 RL.2.3,7.RL.4.2,7.RV.3.3,7.W.1,

Indiana High Ability Language Arts Phase II Unit 7May 2017author's purpose in creatingthe parody. Then, studentswill create their ownparodies based on familiarpoems, songs, or children'sbooks.56Author’s Perspective: ARaucous Caucus. In thislesson, students will readabout the Caucus Race in thenovel. They will then readnon-fiction selections tolearn how caucus races workin the modern world.Students then make aninference about Carroll'sviews about politics fromwhat was said in Alice.https://www.youtube.com/watch?v BFq1tl1ZEBI7.W.4,7.W.3.3,7.ML.1Computer with word processorArticle: "How Raucous is theCaucus" by Lea TerhuneDownloaded July 3, 2015, fromIIP Digital, a website of the U. S.Department of State This isprovided in the iowa-caucusesexplainer/See the Iowa process withLegos: https://youtu.be/SJqv-jyXPg1, 2, 3, 4,5, 6, 7Enrichment: For studentsparticularly interested in how theIowa caucuses work and thedifferences between primaries andcaucuses, have them use thisresource from National t.html?id 2706067BreifingBookAlice's Adventures in WonderlandWhen Are You an Adult?Students grapple with aProblem Based Learningscenario regarding